Research On The Characteristics And Teaching Strategies Of Narrative Paintings Of Large Class Children

Children’s narrative painting is not only the main activity of children’s creative thinking and visual thinking,but also an important activity of children’s free expression of emotional experience.In children’s narrative painting,children can express their happiness,anger,sadness and happiness by depicting works,self construct and develop their sociality through works.People have also found the narrative of children’s works in the last world.Since the1980 s,with the narrative turn of Humanities and the further deepening of children’s art education theory,Brent and Marjorie Wilson put forward the viewpoint of "visual narrative picture" [1].Since then,people have gradually turned to the narrative of children’s painting.However,under the collusion of utilitarianism and elite education,children’s painting falls into the technical discipline.People attach importance to the score brought by painting skills,but ignore the "useless use" of children’s works.Therefore,based on the work analysis,supplemented by observation and interview,this study analyzes 100 large class children’s painting works collected in X kindergarten of Dali Prefecture,in order to understand the characteristics of children’s narrative painting and the teaching behavior of kindergarten teachers in children’s collective painting activities.The research shows that in the types of children’s painting,the Children’s painting works of Taipan mainly focus on narrative painting,mainly on the narrative of the main relationship,and to the overall relationship narrative development.It is found in the characteristics of the narrative painting works of Taipan children that the use of color is rich and close to the inherent color of objects,the composition of the 3D is not enough,and the modeling has a variety of images.In the special features of narrative painting of big class children,we find that the narrative of big class children is self-narrative,the content has life,the works has generation,and the text has particularity.In view of the Big Class Young Child Narrative drawing work characteristic,proposed the following suggestion.According to the characteristics of color and creation of narrative painting works of big class children,teachers should create a "free and safe" painting environment for children before painting activities and in the process of children painting According to the semiotic theory of "language" and "non-language",the children’s narrative painting works have the background and narrative text.From these two aspects,teachers should reconstruct the teacher’s role of "reading and listening",in view of the typical teaching cases of stick-figure painting observed in the study,teachers should have less "fixed and single" teaching of stick-figure painting,to rebuild the generative teaching of "perception and experience",and to accumulate "narrative capital" for children;Teachers should choose the painting theme of "Fit and life" when organizing collective painting activities for children.